Journal of Education in Black Sea Region https://jebs.ibsu.edu.ge/jms/index.php/jebs en-US <p>It is a condition of publication that authors assign copyright or license the publication rights in their articles, including abstracts, to Journal of Education in Black Sea Region. This enables us to ensure full copyright protection and to disseminate the article, and of course the Journal, to the widest possible readership. Authors are themselves responsible for obtaining permission to reproduce copyrighted material from other sources.</p> jebs@ibsu.edu.ge (Mehmet Sahiner) msahiner@ibsu.edu.ge (Mehmet Sahiner) Wed, 16 May 2018 00:00:00 +0400 OJS 3.1.1.2 http://blogs.law.harvard.edu/tech/rss 60 Peer Feedback in Writing through Georgian EFL Undergraduate Students’ Eyes https://jebs.ibsu.edu.ge/jms/index.php/jebs/article/view/135 <div class="page" title="Page 1"><div class="layoutArea"><div class="column"><p><span>Throughout the years educators, educational experts, teachers and tutors have been in the constant search of effective ways of teaching and assessing writing. The views about assessment of writing have encountered changes over the years. Therefore, feedback has become one of the fundamental aspects of teaching and learning writing. Peer feedback is one of the special ways to share the knowledge about writing and at the same time to contribute to creating the learner-oriented classroom environment within which students become active participants of their own path of learning writing. The primary objective of the present study is to investigate Georgian higher </span><span>educational institutions’ (HEIs’) undergraduate EFL students’ perception of peer feedback and its role in the process </span><span>of developing their writing skills. The findings of the present study show that peer feedback is appealing for the learners, since they believe it develops their critical-thinking and self-reviewing skills and gives them the sense of active participation. However, the present research has also revealed that the elements of friendship-related bias need special attention and should be the subject of further research in that field. </span></p></div></div></div> Mariam MERKVILADZE ##submission.copyrightStatement## http://creativecommons.org/licenses/by/4.0 https://jebs.ibsu.edu.ge/jms/index.php/jebs/article/view/135 Mon, 29 Oct 2018 00:00:00 +0400 Teachers' Attitudes Toward ELF (English as Lingua Franca) in the UAE and Georgia https://jebs.ibsu.edu.ge/jms/index.php/jebs/article/view/134 <div class="page" title="Page 1"><div class="layoutArea"><div class="column"><p><span>The paper introduces a preliminary study of teachers’ awareness and attitudes toward ELF in two different language </span><span>contexts, </span><span>where English has the status of English as a Lingua Franca (ELF) and English as a Foreign Language (EFL). The exploratory study was based on the survey method and an online questionnaire was completed by 20 teachers from each region in July-August, 2016. Participants reported on their attitudes toward ELF, beliefs on Standard English, opinions on widespread of English, etc. </span><span>The data obtained on Standard English within this research are broadly consistent with the trend of the inner circle. The results have indicated </span><span>that ELF is a crucial topic for both regions and it is noteworthy to provide future English language teachers with expertise on ELF and the ways of its incorporation in language courses. </span></p></div></div></div> Tamar MIKELADZE, Khalid AL-HARIRI ##submission.copyrightStatement## https://jebs.ibsu.edu.ge/jms/index.php/jebs/article/view/134 Wed, 16 May 2018 19:46:45 +0400 Integration of Education Technologies (Digital Storytelling) and Sociocultural Learning to Enhance Active Learning in Higher Education https://jebs.ibsu.edu.ge/jms/index.php/jebs/article/view/136 <div class="page" title="Page 1"><div class="layoutArea"><div class="column"><p><span>The article studies technology integration method based on sociocultural learning approaches and examines their potential for developing active learning possibilities in higher education. As defined in Vy</span><span>gotsky’s research, </span><span>sociocultural learning theories are learner-centered and fit into collaborative approaches to student learning. The method also takes into account the social and cultural aspects of gaining knowledge. Facilitation of reflective practice involves students in thoughtful, active and personally meaningful learning process. Digital Storytelling (DST) creates a reliable and empowering environment for intercultural collaboration and learning. It presumes that the procedure of digital story-making and empowers and modifies students intellectually, creatively and culturally. Consequently, Digital Storytelling can be perceived as beneficial toolkit pedagogy for the new Humanities in the </span><span>21st century. An interview to find out what students’ and lectu</span><span>res perceptions of digital storytelling as a tool for </span><span>learning in different subjects are. Analysis of students’ and lecturers’ reflections revealed four themes: motivation, </span><span>collaboration, reflective practice and identity development. </span></p></div></div></div> Nino BITSKINASHVILI ##submission.copyrightStatement## https://jebs.ibsu.edu.ge/jms/index.php/jebs/article/view/136 Wed, 16 May 2018 19:46:45 +0400 Examining Students’ Performance Using Multiple Mouse Presentation in the Classroom: The Case of Microsoft Mouse Mischief https://jebs.ibsu.edu.ge/jms/index.php/jebs/article/view/137 <div class="page" title="Page 1"><div class="layoutArea"><div class="column"><p><span>With the quest for technology integration in the classroom, it becomes imperative for low resource schools to look to developing innovative ways of designing and delivering instruction using low-cost technology. This study examined whether the use of the interactive Multiple Mouse presentation had more effect on students learning outcomes than the conventional method of teaching, using visual art as a subject of choice. This study was undertaken with the goal of strengthening the integration of technology in the classroom, especially for developing countries like Nigeria. The research design was a pre-test, post-test, control group quasi-experiment; the population consisted of Junior Secondary School three visual art students (JSS3) in Ogun state. Purposive sampling technique was used in selection of the schools and intact classes of students were used in each of the selected schools. The postulated hypotheses were tested using the Analysis of Covariance. </span></p><p><span>The results revealed mean gains across the treatment groups. The Multiple Mouse group recorded the higher post-test mean achievement score of 17.67, while the Conventional Method group recorded a post-test mean achievement score of 15.16. The findings revealed a significant main effect of </span><span>treatment on students’ achievement </span><span>(F </span><span>(2, 91) </span><span>= 3.758, P &lt; 0.05). The study, therefore, concluded that Multiple Mouse Presentations could be an effective strategy in presenting instructions. It is recommended that schools which lack sufficient resources can take </span><span>advantage of this type of presentation to increase more students’ access to technology</span><span>- enhanced learning. </span></p></div></div></div> Oluwakemi OLURINOLA, Tayo OMONIYI ##submission.copyrightStatement## https://jebs.ibsu.edu.ge/jms/index.php/jebs/article/view/137 Wed, 16 May 2018 19:46:45 +0400 Using Computer-Assisted Language Learning (CALL) materials in English as Second Language (ESL) classrooms: perspectives of teachers and students in United Arab Emirates https://jebs.ibsu.edu.ge/jms/index.php/jebs/article/view/138 <div class="page" title="Page 1"><div class="layoutArea"><div class="column"><p><span>Integrating scaffolding-learning technologies has been recognized for its potential to create intellectual and engaging classroom interactions. In the United Arab Emirates, having language teachers employ computers as a medium of new pedagogical instrument for teaching second languages generated the idea of Computer-Assisted Language Learning (CALL) as a medium of an innovative pedagogical instrument for facilitating and scaffolding language learning, with an aspiration that it will lead to improved English language attainment and better assessment results. This study aims at investigating the perspectives of students and teachers on the advantageous and disadvantageous impacts of CALL on learning and teaching English as a second language in one public school in the emirate of Abu Dhabi. The results show that CALL has a facilitating role in L2 classroom and that using CALL activities is advantageous in reducing English learning tension, boosting motivation, catering for student diversity, promoting self-directed language learning and scaffolding while learning English. The results additionally report </span><span>that numerous aspects like time constraints, teachers’ unsatisfactory computer skills, insufficient computer facilities, </span><span>and inflexible school courses undesirably affect the implementation of CALL in English classrooms. It is </span><span>recommended that further studies should be undertaken to investigate the actual effect of CALL on students’ </span><span>language proficiency. </span></p></div></div></div> Ramia DIRAR SHEHADEH MUSMAR ##submission.copyrightStatement## https://jebs.ibsu.edu.ge/jms/index.php/jebs/article/view/138 Wed, 16 May 2018 19:46:45 +0400 Bilingual Education: Between Policy and Implementation in the United Arab Emirates https://jebs.ibsu.edu.ge/jms/index.php/jebs/article/view/139 <div class="page" title="Page 1"><div class="layoutArea"><div class="column"><p><span>Effective execution of policies that builds upon objectives deployed in institutional documents can be an overwhelming task. Failing to match the desired outcomes and policies has been recognized to be a gap, and that is one of the most important hindrances of making the anticipated outcomes of any educational institution attainable. In United Arab Emirates, considerable attention has been recently devoted to policy of bilingual education. This policy has been generated and organized in a top-down manner, which in turn contributed to depriving many subordinates, mainly teachers, from the positive participation in aligning the policy with its implementation. The study aimed at exploring the inconsistency, if any, between bilingual education policy and its implementation in public school and suggested ways to better implement this policy. Two qualitative research methods were employed. The results showed that educational policy not based on scientific views does not provide successful learning. Bilingual education has proven its advantages in fostering linguistic academic achievement; nevertheless, this cannot genuinely be achieved when </span><span>students’ actual level in English is critical (too low) and </span><span>teacher's voices are not acknowledged. It is recommended that educational policy makers consider the results of the study to fine-tune the current educational policy to establish channels for communication between all those involved. </span></p></div></div></div> Ramia DIRAR SHEHADEH MUSMAR ##submission.copyrightStatement## https://jebs.ibsu.edu.ge/jms/index.php/jebs/article/view/139 Wed, 16 May 2018 19:46:45 +0400 Unstandardizing Testing: Low-Scoring American Minority Students in the Crosshairs of Conservative Policymakers https://jebs.ibsu.edu.ge/jms/index.php/jebs/article/view/131 <p>That standardized tests do not accurately assess the true competencies of minority test takers is a widely shared claim among conservative educationists. The opt-out-of-testing community has lately grown unprecedentedly vocal in several states, questioning even more seriously the accountability of the testing system altogether. This paper adopts a Critical Race Theory perspective to investigate the conceptual underpinnings of conservative criticism as well as the interpretations made popular using quantitative methodology. The key premise of this paper is that a colorblind approach to testing understates the importance of a range of unquantifiable variables, mainly the linguitic and cultural backgrounds of the test takers, in determining assessment outcome. It attempts to demonstrate where specifically standardized tests may not be used as a reliable feedback mechanism and suggests that a more <em>flexible assessment paradigm</em> be considered, one that engages learning quality followup to keep cultural bias to a strict minimum.          </p> Sami Chedhli Nighaoui ##submission.copyrightStatement## https://jebs.ibsu.edu.ge/jms/index.php/jebs/article/view/131 Wed, 16 May 2018 19:46:45 +0400 A Case Study of Adult English Conversation Club in Riga, Latvia https://jebs.ibsu.edu.ge/jms/index.php/jebs/article/view/140 <div class="page" title="Page 1"><div class="section"><div class="layoutArea"><div class="column"><p><span>Developing the speaking skill is one of the critical aspects of foreign language learning/teaching. Few researchers have addressed the issue of adult English learning in conversation clubs. This paper is a preliminary attempt to describe Adult English Conversation Club (AECC) practice in non-formal educational context. In order to study AECC, we interviewed a teacher and four adult learners and observed speaking sessions at an Adult English Conversation Club in Riga, Latvia. The responses revealed the strong points and disadvantages of AECC, crucial factors in organizing the conversation sessions, the reasons why adults attend a conversation club and how the sessions could be improved. As only one conversation club was researched in our paper, further studies are needed to develop a proper methodology for AECC. </span></p></div></div></div></div> Tamar MIKELADZE ##submission.copyrightStatement## https://jebs.ibsu.edu.ge/jms/index.php/jebs/article/view/140 Wed, 16 May 2018 19:46:52 +0400 Teaching Pre-viewing and Predicting to High School Students in Georgia https://jebs.ibsu.edu.ge/jms/index.php/jebs/article/view/141 <div class="page" title="Page 1"><div class="layoutArea"><div class="column"><p><span>Teaching reading strategies, including predicting, is one of the parts of the Georgian National Curriculum. The goal of the article is to find out whether Georgian high school teachers and students are aware of the concepts of one of the effective reading strategies called predicting and whether teaching predicting guarantees a better understanding of reading comprehension. A conclusion is made that the majority of students have even not heard of effective reading strategies, as for teachers, some of them are not even aware of the requirements of the National Curriculum. So, more attention should be paid to teaching effective reading strategies, as they help students to </span><span>have better academic achievements not only in educational institutions, but also at students’ future jobs. </span></p></div></div></div> Tinatin KUMSIASHVILI ##submission.copyrightStatement## https://jebs.ibsu.edu.ge/jms/index.php/jebs/article/view/141 Wed, 16 May 2018 19:46:57 +0400 An Investigation of Faculty Members' Engagement in Saudi Arabia https://jebs.ibsu.edu.ge/jms/index.php/jebs/article/view/142 <div class="page" title="Page 1"><div class="layoutArea"><div class="column"><p><span>Faculty engagement has been proved to be a critical driver of the universities’ efficiency and effectiveness. The f</span><span>irst step towards building an engaged workforce is to get a measure of faculty perceptions of their engagement level to their universities. Accordingly, the purpose of this paper is to investigate the faculty members' engagement in the Imam Abdulrahman Bin Faisal University. It examines the relationship between the faculty professional variables and their level of engagement to their institutions. William Kahn's (1990) three-component model of employee engagement was partially adapted as a framework to measure the faculty members' engagement. A questionnaire was used to better address the objective of this study. The data were obtained from the Imam Abdulrahman Bin Faisal University (Dammam University) through an internet-based survey. The validity and the reliability of the questionnaire has been evaluated and reported. Results of the analyses show that cognitive engagement is reported to be higher than both the emotional and physical engagement, with a mean rating of 4.040 and a standard deviation of .487, based on the five-point scale. Given the engagement level of the faculty members in this study, the university administrators should develop policies, and strategies that encourage and support engagement among faculty members at the University in order to maximize their engagement. Policy makers must also take into consideration the needs of the faculty members </span></p></div></div></div> Eman Ibrahim AHMED ##submission.copyrightStatement## https://jebs.ibsu.edu.ge/jms/index.php/jebs/article/view/142 Mon, 04 Jun 2018 14:33:23 +0400 Institutional Plagiarism Policy (Georgian higher education institutions’ case) https://jebs.ibsu.edu.ge/jms/index.php/jebs/article/view/143 <div class="page" title="Page 1"><div class="layoutArea"><div class="column"><p><span>The article deals with various aspects of plagiarism: definition (discriminating it from cheating and copyright violation), types (intended / unintended), involved people, causes, prevention, detection and punishment of plagiarism. A survey (questionnaire containing 42 items to be assessed in a 5-point Likert scale and one open- ended item) was conducted in Georgia. The questionnaire developed based on the literature review was uploaded on social media in three variants (to analyze the results separately and compare them): for students, for researchers and for assessors. The obtained results revealed that the opinions of the three groups of respondents differed to a certain degree, but were quite similar, eventually. The survey disclosed the existing problems, such as: lack of academic writing (in the native and especially foreign language) and research skills, lack of training in avoiding plagiarism, insufficiently clear university policies in the area, the emphasis on punishment instead of prevention, etc. Based on the obtained results recommendations for universities are given concerning plagiarism policies. </span></p></div></div></div> Natela DOGHONADZE, Ekaterine PIPIA, Nikoloz PARJANADZE ##submission.copyrightStatement## https://jebs.ibsu.edu.ge/jms/index.php/jebs/article/view/143 Mon, 04 Jun 2018 14:44:21 +0400